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My teacher says that writing too much is a good problem to have. “Most people,” she tells me, “have to flesh out their ideas. That’s much harder than having to cut things out.” She doesn’t understand why I can’t just do it, and I, at fourteen, am no help. It will be years before I go to conferences and see other people with my diagnosis freeze when asked to summarize things. It will be even longer before I realize what my having a “good problem” really means.
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